Lesson Plan

Teacher : C Hinson

Course/ Subject: American Government

Date of Instruction:  

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: 

SSCG5(d):  Analyze the Supremacy Clause found in Article VI and the role of the US Constitution as the “supreme law of the land.” 

SSCG5 (e): Describe the roles of Congress and the states in the formal process of amending the Constitution.

SSCG6: Analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured.

SSCG7(a): Define civil liberties as protections against government actions (e.g., First Amendment)

Learning Target:

I will analyze the Supremacy Clause found in Article VI of the US Constitution 

I will analyze the role of the US Constitution as the “supreme law of the land.” 

I will describe the roles of the US Congress and the states in the formal process of amending the US Constitution 

I will analyze the meaning and the importance of each of the rights guaranteed under the Bill of Rights and how each is secured 

Success Criteria:

I can define supremacy 

I can identify the Supremacy Clause in Article VI of the US Constitution 

I can explain how the Supremacy Clause in Article VI of the US Constitution gives the national government power over state and local government 

I can identify that Article VI of the US Constitution states that the US Constitution is the “supreme law of the land” 

I can define what it means for the US Constitution to be the “supreme law of the land” 

I can explain the role of the US Congress in the Amendment process as it relates to the proposal process 

I can explain the role of the states in the Amendment process as it relates to the ratification process 

I can identify each of the Bill of Rights as the first ten amendments of the US Constitution 

I can identify each of the rights guaranteed by the BIll of Rights 

I can explain why having these rights guaranteed in the Bill of RIghts will benefit the citizens of the United States of America

Introduction/Connection: 

Day One: Review over Principles of Govt; Separation of Powers/ Checks and Balances Articles of Constitution

Day Two: Bill of Rights

DIRECT INSTRUCTION:

Day One: Structure of the US Constitution Google Slides Notes and discussion

Day Two: Bill of Rights drawings

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Day One: 5-minute Reading and Discussion on Google Classroom 

Day Two: Interpreting the Bill of Rights

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Task Box over Articles

Day Two:  Bill of Rights in the News

Achieve: (differentiated by lexile)

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Day One and Day Two: Success Criteria Check off on Google Slides Notes